DOCSLIB.ORG

Elements of Applied Linguistics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Elements of Applied Linguistics View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio de la Universidad Estatal a Distancia de Costa Rica UNIVERSIDAD ESTATAL A DISTANCIA VICERRECTORÍA ACADÉMICA ESCUELA DE CIENCIAS SOCIALES Y HUMANIDADES CÁTEDRA DE LENGUA Y CULTURA Study Guide for the Course ELEMENTS OF APPLIED LINGUISTICS 5189 By Katalina Perera Hernández III Cuatrimestre, 2009 Encargada de Cátedra de Lengua y Cultura Inglesa: Emilia María Quirós Vargas Productora Académica: Yadira Matarrita Brenes Programa de Producción de Material Impreso This study guide has been specifically designed for the book Linguistics for Non- Linguists: A Primer with Exercises (fourth edition) by Frank Parker, to be used as the basic textbook for the course Elementos de Lingüística Aplicada (Elements of Applied Linguistics), code 5189, taught at the “Licenciatura en Enseñanza del Inglés para I y II Ciclos” Program of the Universidad Estatal a Distancia (UNED). Page 2 of 104 Introduction Linguistics is defined in the Meriam Webster’s Dictionary as “the study of human speech including the units, nature, structure, and modification of language” (http://www.merriam-webster.com). That is to say that linguistics is the science of language; therefore, its study becomes fundamental in the academic development of those who will be in charge of educating children, since children’s education is based on or related to language skills, such as reading, writing, speaking and vocabulary building. Linguists have taken huge steps and made great efforts to understand how children acquire their native language, and how children and adults acquire any other languages. Linguists’ findings are a valuable resource for classroom instruction since they deal with the structural, psychological, social and cultural aspects pertaining to learning a native language and/or to the acquisition of other languages. Therefore, the study of applied linguistics throughout the academic curriculum of any TESL or TEFL program must provide future teachers and education specialists with the appropriate basic knowledge to help them implement linguistic theory and methods to language teaching. This study guide has been designed with the purpose of leading students who have enrolled the “Licenciatura en Enseñanza del Inglés para I y II Ciclos” to a better understanding of the objectives and contents of this course. It helps students to know and understand the aims and basic concepts and terms to be studied, applied and analyzed. Page 3 of 104 Contents Introduction ..............................................................................................................3 Contents....................................................................................................................4 I. Course Description and Study Guide: General Information..........................5 Course General Objective ......................................................................................5 Course Specific Objectives.....................................................................................5 Course Requirements and Academic Load ............................................................5 Course Evaluation ..................................................................................................6 Methodology and Instructional Activities.................................................................7 About the Study Guide: To the Student ..................................................................8 The Textbook..........................................................................................................8 How to Study Each Unit..........................................................................................9 Structure of the Study Guide ..................................................................................9 II. First Workshop...................................................................................................12 Applied Linguistics: General Considerations ........................................................12 Importance and Need of Applied Linguistics.........................................................12 Chapter 1: Introduction .........................................................................................15 Chapter 2: Pragmatics ..........................................................................................16 Chapter 3: Semantics ...........................................................................................17 Chapter 4: Syntax.................................................................................................19 III. Second Workshop..............................................................................................21 Chapter 5: Morphology .........................................................................................21 Chapter 6: Phonology ...........................................................................................22 Chapter 7: Language Variation.............................................................................23 IV. Third Workshop ................................................................................................25 Chapter 8: First-Language Acquisition..................................................................25 Chapter 9: Second-Language Acquisition ............................................................26 Chapter 10: Written Language..............................................................................27 V. Fourth Workshop..............................................................................................29 Chapter 11: Language Processing .......................................................................29 Chapter 12: The Neurology of Language..............................................................30 Chapter 13: Conclusion ........................................................................................31 Qualitative Research in Applied Linguistics ..........................................................33 Case Study Guidelines .........................................................................................43 The Case Study Report.....................................................................................44 VI. Answer key to all in chapter and supplementary exercises .........................46 I. Appendix..........................................................................................................82 Applied Linguistics: Glossary of terms..................................................................83 Bibliography .........................................................................................................103 Page 4 of 104 I. Course Description and Study Guide: General Information “Elements of Applied Linguistics” is a course designed to introduce students to several topics that are crucial in language teaching. The course provides an overview of the basic concepts, scope, and methodology of linguistics. Throughout the course, the primary systems of language, psycholinguistics and comparative phonology are treated in depth. Besides, this course aims at exploring the theories and research of applied linguistics, especially those pertaining to second language acquisition and teaching. By the end of the course, students will count on some basic Knowledge of phonetics, phonology, morphology, syntax and semantics. Course General Objective The main purpose of Elements of Applied Linguistics is to have students know and be able to analyze and identify the different processes undergone while acquiring a foreign or second language. Course Specific Objectives By the end of this course, students will have the required knowledge and skills to: A. Analyze the different ways in which linguistic knowledge can be applied in real, everyday situations in and out of the class. B. Understand the major concepts and inflections of the English Language pronunciation, grammar, vocabulary, as well as recognize its different uses and variations according to social and geographical factors. C. Identify the features and differences in first (native) and second (non-native) language acquisition processes. D. Recognize and analyze the nature of the most common errors in writing. E. Distinguish and analyze the most common problems of language processing and their effects. F. Implementing research techniques for diagnosing and analyzing specific linguistic problems. Course Requirements and Academic Load A. To enroll this course, the student must be previously admitted to the “Licenciatura en Enseñanza del Inglés para I y II Ciclos” program. Page 5 of 104 B. Students should enroll all subjects in Module J; that is, Literary Criticism, Advanced English Grammar, Statistics Applied to Education, and Elements of Applied Linguistics. C. The course is developed in four-month periods (150 hours), and its academic load is three (3) credits. Course Evaluation The evaluation of the course will imply both formative as well as summative assessment. Formative evaluation intends to lead the student to develop self- assessment strategies that will help him/her to monitor his/her own performance by means of completing the exercises assigned and suggested in this study guide. Students will also get proper and timely feedback from tutor through workshops and scheduled online platform activities. Summative evaluation will be applied in two tests on the theories, concepts, and research carried out in the first half of the period. Evaluation
Load more

Recommended publications
  • 4. R-Influence on Vowels
    4. R-influence on vowels Before you study this chapter, check whether you are familiar with the following terms: allophone, centring diphthong, complementary distribution, diphthong, distribution, foreignism, fricative, full vowel, GA, hiatus, homophone, Intrusive-R, labial, lax, letter-to-sound rule, Linking-R, low-starting diphthong, minimal pair, monophthong, morpheme, nasal, non-productive suffix, non-rhotic accent, phoneme, productive suffix, rhotic accent, R-dropping, RP, tense, triphthong This chapter mainly focuses on the behaviour of full vowels before an /r/, the phonological and letter-to-sound rules related to this behaviour and some further phenomena concerning vowels. As it is demonstrated in Chapter 2 the two main accent types of English, rhotic and non-rhotic accents, are most easily distinguished by whether an /r/ is pronounced in all positions or not. In General American, a rhotic accent, all /r/'s are pronounced while in Received Pronunciation, a non-rhotic variant, only prevocalic ones are. Besides this, these – and other – dialects may also be distinguished by the behaviour of stressed vowels before an /r/, briefly mentioned in the previous chapter. To remind the reader of the most important vowel classes that will be referred to we repeat one of the tables from Chapter 3 for convenience. Tense Lax Monophthongs i, u, 3 , e, , , , , , , 1, 2 Diphthongs and , , , , , , , , triphthongs , Chapter 4 Recall that we have come up with a few generalizations in Chapter 3, namely that all short vowels are lax, all diphthongs and triphthongs are tense, non- high long monophthongs are lax, except for //, which behaves in an ambiguous way: sometimes it is tense, in other cases it is lax.
    [Show full text]
  • The Emergence of Multicultural London English
    Contact, the feature pool and the speech community: The emergence of Multicultural London English Jenny Cheshire School of Languages Linguistics and Film Queen Mary, University of London Mile End Road London E1 4NS [email protected] fax +44 (0)20 8980 5400 tel. +44 (0)20 7882 8293 Paul Kerswill Department of Linguistics and English Language Lancaster University Lancaster LA1 4YL United Kingdom [email protected] fax +44 1524 843085 tel. +44 1524 594577 Susan Fox School of Languages Linguistics and Film Queen Mary, University of London Mile End Road London E1 4NS [email protected] fax +44 (0)20 8980 5400 tel.+44 (0)20 7882 7579 Eivind Nessa Torgersen Sør-Trøndelag University College 7004 Trondheim Norway [email protected] fax +47 73559851 tel. +47 73559790 Page 1 of 64 Contact, the feature pool and the speech community: The emergence of Multicultural London English Abstract In Northern Europe’s major cities, new varieties of the host languages are emerging in the multilingual inner cities. While some analyse these ‘multiethnolects’ as youth styles, we take a variationist approach to an emerging ‘Multicultural London English’ (MLE), asking: (1) what features characterise MLE? (2) at what age(s) are they acquired? (3) is MLE vernacularised ? (4) when did MLE emerge, and what factors enabled its emergence? We argue that innovations in the diphthongs and the quotative system are generated from the specific sociolinguistics of inner-city London, where at least half the population is undergoing group second-language acquisition and where high linguistic diversity leads to a feature pool to select from.
    [Show full text]
  • 'Glide Suppression': Consentius, 27.17–20 N
    Some neglected evidence on Vulgar Latin ‘glide suppression’: Consentius, 27.17‒20 N.* By JULIA BURGHINI, Córdoba (Argentina) / JAVIER URÍA, Zaragoza Both i and u played an important role in the phonetic evolution of many Latin words. The complexity of that evolution is related to the ambiguous phonetic nature of those phonemes, which from the time of ancient grammarians are recognised to have the capacity of acting as either a vowel or a consonant.1 This double capacity is particularly relevant in contexts where either of them is followed by another vowel forming a hiatus, for the possibility arises of either preserving the hiatus (this is the regular solution of standard Latin: ui.ti.um)2 or grouping the two vowels into the same syllable (this is the most common solution in substandard Latin: ui.tjum).3 However, evidence from both classical metre and inscriptions shows that there are two further possible ways of pronouncing those sequences, namely uit.jum (as seen in Vergil’s [Aen. 2.16] ab.ie.te)4 and ui.t(i)um (with loss of i, u). It is mainly the latter (for convenience we will refer to it as ‘glide __________ * This paper has benefitted from a grant from the Spanish “Ministerio de Ciencia y Tecnología” (Project FFI2011‒30203‒C02‒02). Thanks are due to O. Álvarez Huerta, J.-L. Moralejo, and R. Maltby for commenting on previous drafts of this paper. 1 See e.g. Char. gramm. 5.4‒5 B. harum duae, i et u, transeunt in consonantium potestatem, cum aut ipsae inter se geminantur aut cum aliis uocalibus iunguntur, ut Iuno uita et Ianus iecor uates uelox uox.
    [Show full text]
  • Searching for Identity in the Writings of Bangladeshi Muslim Women Writers Morve Roshan K.1* and Kadri Nashrin
    Journal of World Englishes and Educational Practices (JWEEP) ISSN: 2707-7586 Website: www.jweep.org Original Research Article Searching for Identity in the Writings of Bangladeshi Muslim Women Writers Morve Roshan K.1* and Kadri Nashrin. A.2 1College of International Studies, Southwest University, Chongqing, China School of History, Philosophy, and Social Sciences & School of Languages, Literatures, and Linguistics, University of Bangor, Bangor, United Kingdom. LL57 2DG 2Phil Research Scholar, Study Abroad Program, Institute of Indic Studies, Diaspora Research Center, Gujarat University, Ahmedabad, Gujarat, India Corresponding Author: Morve Roshan K., E-mail: [email protected] ARTICLE INFO ABSTRACT Article History This research depicts the significance of Bangladeshi women writing with Received: July 21, 2020 articulates their identity and struggle for equality. This faded positive change Accepted: August 10, 2020 creates a convenient platform for young women as well as changes the world’s Volume: 2 stereotypical male point of view. Also, Bangladeshi women writers have focused Issue: 4 on the exasperation history, globally women’s condition and marked women’s foregrounded lightly touched their untold history. Furthermore, this article KEYWORDS argues that the Bangladeshi diaspora identity crisis as a major issue of the globe. Interestingly, there are many different types of identity such as national identity, Bangladesh; diaspora; gender ethnic identity, communal identity, gender identity and so on. In these types of inequality; identity; Muslims; identities, we are going to focus on the gender identity which challenges women women writers discrimination. The gender inequality has started from their birth time. We have trapped in a male disoriented dominating the world where we can see disquieting gender inequality in every field and in every country of the world.
    [Show full text]
  • Palatals in Spanish and French: an Analysis Rachael Gray
    Florida State University Libraries Honors Theses The Division of Undergraduate Studies 2012 Palatals in Spanish and French: An Analysis Rachael Gray Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] Abstract (Palatal, Spanish, French) This thesis deals with palatals from Latin into Spanish and French. Specifically, it focuses on the diachronic history of each language with a focus on palatals. I also look at studies that have been conducted concerning palatals, and present a synchronic analysis of palatals in modern day Spanish and French. The final section of this paper focuses on my research design in second language acquisition of palatals for native French speakers learning Spanish. 2 THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES PALATALS IN SPANISH AND FRENCH: AN ANALYSIS BY: RACHAEL GRAY A Thesis submitted to the Department of Modern Languages in partial fulfillment of the requirements for graduation with Honors in the Major Degree Awarded: 3 Spring, 2012 The members of the Defense Committee approve the thesis of Rachael Gray defended on March 21, 2012 _____________________________________ Professor Carolina Gonzaléz Thesis Director _______________________________________ Professor Gretchen Sunderman Committee Member _______________________________________ Professor Eric Coleman Outside Committee Member 4 Contents Acknowledgements ......................................................................................................................... 5 0.
    [Show full text]
  • The POSTDATA Network of Ontologies for European Poetry
    The POSTDATA network of Ontologies for European Poetry. María Luisa Diez Platasa , Salvador Rosa*, Elena González-Blancob, Helena Bermúdezc, Oscar Corchod, Javier de la Rosaa, Alvaro Pérez a POSTADATA Project. SSCC. Escuela Técnica Superior de Informática, UNED, Madrid, Spain b Coverwallet. Madrid, Spain c Section des Sciences du Langage et de l’Information, Université de Lausanne, Suisse d OntoloGy EnGineerinG Group. Facultad de Informática, Universidad Politécnica, Madrid Abstract. One of the lines of work in Digital Humanities is concerned with standardization processes to describe traditional concepts using computer-readable languages. In regard to Literary studies, poetry is a particularly complex domain due to, among other aspects, the special use of language that it implies. This paper presents a network of ontologies for capturing the poetry domain knowledge. The most significative ontologies are presented. These ontologies are related to the poetic work, and its structural and prosodic components. A date ontology that represents the especial needs of literary works is presented as well. This work is part of the results of the POSTDATA ERC (Poetry Standardization and Linked Open Data) project, which aims to provide a means for poetry researchers to publish their semantically enriched data as Linked Open Data (LOD), in the context of European poetry. Keywords: European Poetry, Standardization, Network of Ontologies, Interoperability, Linked Open Data 1. Introduction of theories is even bigger when comparing poetry schools from different languages and periods. One of The need for standardization has increased signifi- the most significant conceptual and terminological cantly in different research fields as a standard way of problems is that, even when a set of poetic works is understanding and exchanging information.
    [Show full text]
  • Review Article
    Studies in the Linguistic Sciences Volume 29, Number 2 (Fall 1999) REVIEW ARTICLE Christina Y. Bethin. Slavic Prosody: Language Change and Phonological Theory. (Cambridge Studies in Linguistics, 86.) New York: Cambridge University Press, 1998. Pp. xvi + 349. Price: $69.95. ISBN 0521591481. Frank Y. Gladney University of Illinois at Urbana-Champaign [email protected] Professor Bethin' s ambitious and challenging book has a chapter titled 'The syl- lable in Slavic: form and function' (12-111), one titled 'Beyond the syllable: prominence relations' (112-87), and a miscellany titled 'Theoretical considera- tions' (188-265). They are preceded by a preface and introduction (xii-11) and followed by end notes (266-301) and an imposing list of references (302-46). The Slavic of her title includes Proto-Slavic (up to the middle of our first millennium), Common Slavic (6th-8th centuries), and Late Common Slavic (9th- 12th centu- ries). Chapter 1 is concerned with the development of diphthongal syllable rhymes. Displaying an encyclopedic knowledge of the Slavistic literature, Bethin reviews the history of how oral, nasal, and liquid diphthongs were monoph- thongized, recasting it in the framework of autosegmental phonology. These syl- lable rhymes, she argues, were shaped by the interplay of various constraints on syllable structure. 'Proto-Slavic had a front/back, a high/nonhigh, and a long/short opposition in vowels', quite traditionally begins the section titled 'Monophthongization' (39). These features defined a square system with four vowels: [+high, -back] i, [+high, +back] u, [-high, -back] e, and [-high, +back] o. Bethin and many other Slavists use the more familiar symbols e, o, and a for the nonhigh vowels, but I find e and a useful as a reminder that Proto-Slavic fused PIE *o and *a into a sin- gle nonhigh back vowel and so converted the inherited triangular system with three degrees of opening to a square system with two.
    [Show full text]
  • A History of English Phonology
    A History of English Phonology Charles Jones >Pt> PPP PPP LONGMAN LONDON AND NEW YORK Contents Preface ix Acknowledgements xi 1 Aims, methods and model i 1.1 Aims i 1.2 Method 4 1.3 Model 5 2 The Early English period: the beginnings to the thirteenth century 9 2.1 The nature of the data 9 2.2 Vowel lengthening processes in Old English 15 2.2.1 Compensatory lengthening 18 2.2.2 Lengthenings in more general fricative contexts • 19 2.2.3 Stressed vowel lengthening in nasal sonorant contexts 21 2.2.4 Lengthening in nasal and non-nasal sonorant contexts: Late Old English hontorganic lengthening 24 2.2.5 The reconstruction of vowel length 26 2.2.6 The date of the homorganic lengthening process 29 2.3 Diphthongization processes in Old English 33 2.3.1 Old English Breaking 38 2.3.2 Breaking of long stressed vowels 45 2.3.3 Causes of this diphthongization in pre-[x], [r], [1] contexts 47 2.3.4 Did this diphthongization ever really happen? 49 VI CONTENTS 2.3.5 Exceptions to the Breaking process 51 2.3.6 Breaking in other fricative contexts 54 2.4 Monophthongization processes: Late Old English developments to Breaking-produced diphthongs 58 2.4.1 The instability of contextually derived alternations 61 2.4.2 Monophthongization and raising as a unified process 62 2.4.3 Middle English monophthongization processes 64 2.4.4 The Middle English development of the Old English [eo] diphthong 66 2.4.5 Special Kentish developments: syllabicity shifting - 68 2.5 Vowel harmony processes in Old English 73 2.5.1 Backness/labial harmony two: Old English Back Mutation
    [Show full text]
  • World Englishes: Variations Or Deviations?
    Journal of Education and Social Sciences, Vol. 9, Issue 2, (February) ISSN 2289-9855 2018 WORLD ENGLISHES: VARIATIONS OR DEVIATIONS? SYED MAZHARUL ISLAM ABSTRACT The English language has grown as a global language or lingua franca among world communities and as many localized varieties as well around the world. Most of these Englishes, however, are marked by phonological, morphosyntactic and discourse deviations from Englishes spoken in countries like UK, Ireland, USA, South Africa, New Zealand, Australia, Anglophone Canada, and some Caribbean territories, referred to as the Inner Circle where the language is used as the first or primary national language. Crossculturally, the non-native, non-standard varieties of English are likely to offer communication problems to the interlocutors with respect to intelligibility, comprehensibility, interpretability, and, last but not least, acceptability. This paper is rooted in the belief that if grammaticality vis-à-vis correct word order and word form and appropriate word choice and discourse conventions, as established as standards in the Inner Circle and used in the Inner Circle, are not adopted as the norm, the aforementioned problems may arise. The paper gives examples of standard English, written and spoken; next, it provides samples of deviant Englishes from diverse English speaking contexts which are likely to result in mutual unintelligibility. Phonological and morphosyntactic aberrations, and inappropriate discourse styles of these Englises are examined and discussed and then a point is made and justified through discussion that there is no alternative to the teaching of non-localized, standard spoken and written English characterized by grammatically correct forms and acceptable discourse norms to learners of English for crosscultural communication, no matter to which English speaking community they belong.
    [Show full text]
  • What Is Global English Communicative Competence?: Models, Standards, and Pedagogy for the Teaching of English in Japan
    JACET Plenary Symposium What is Global English Communicative Competence?: Models, Standards, and Pedagogy for the Teaching of English in Japan Yasukata Yano Waseda University EIL (English as an Inter’l Lang) A loose league of varieties of English which are used and understood by the educates speakers of any varieties, both native and nonnative. These varieties represent locality and yet have high international intelligibility. English as an Internaional Language ・represent respective locality rather than conformity to Anglo-American norm ・are used for cross-cultural communication ・express oneself, his/her society, cultural traditions ・Indian Eng., Nigerian Eng.,… still English sharing the basic structures ・not a single, monolithic standard English EIL an amalgamation of regional standard Englishes, which in turn consist of a loose league of naional Englishes Regional Standard Englishes Anglo-American Eng Euro-English Asian English Latin English Arab English African English Euro-English Nordic English Romance English Danish English French English Finnish English Italian English Norwegian English Spanish English Germanic English German English Dutch English Asian English Southeast Asia South Asia Indonesian English Bangladeshi English Filipino English Indian English Singaporean English Pakistan English Thai English Sri Lankan English etc. etc. EIL acrolect-like formal Englishes not Cockney, Ebonics, Manglish, Singlish, Taglish,… reflect local beliefs, views, values, attitudes, ways of thinking , ideologies Language and culture are inseparable. Having spread to many parts of the world, English has come to be an integral part of non-Anglo-American cultures as well. Intra-national use Indian Eng., Nigerian Eng., Malaysian Eng. established, institutionalized, and codified as varieties (endonormative standard) Don’t tease her.
    [Show full text]
  • Download Download
    4 2 1 ijll2 ARTICLE ARTICLE Indian Journal of LANGUAGE AND LINGUISTICS SEARCH RE RESEARCH RESEARCH Nature of English and Tiv Metatheses DOI: 10.34256/ DOI: a, * b Terfa, Aor and Pilah, Godwin Anyam a Department of Linguistics and Nigerian Languages, National Institute for Nigerian Languages (NINLAN), Aba-Abia State of Nigeria b Department of English and Literary Studies, Ahmadu Bello University, Zaria-Nigeria. *Corresponding author Email: [email protected] ; Ph: 08033117647 DOI: https://doi.org/10.34256/ijll2124 Received: 1-06-2021, Accepted: 25-06-2021; Published: 30-06-2021 Abstract: Metathesis, the transposition of letters and syllables, is a minor phonological process that is found in both English and Tiv languages. This phonological process has not received much attention it deserves because most scholars considered it as a figure of misspelling which is not worthy of researching. This paper investigates the nature of English and Tiv metatheses. The objectives of this paper are to classify English and Tiv metatheses, discuss the formation of metatheses in English and Tiv and state the functions of metatheses in English and Tiv languages. This paper used comparative linguistic theory which compares the nature of English and Tiv metatheses. The researcher used participant observation tool for elicitation of data for this study. Secondary materials such as journal articles, textbooks, dictionaries and encyclopaedias and Internet sources were used. This study links phonology, historical linguistics, onomastics and language pathology (speech disorder). The study has established that metathesis has phonological, orthographic, metrical and onomastic relevance. This paper provides an in-depth material for teaching and learning of English and Tiv languages.
    [Show full text]
  • Ancient Rhetorics and Language Difference. (2012) Directed by Dr
    RAY, BRIAN, Ph.D. Toward a Translingual Composition: Ancient Rhetorics and Language Difference. (2012) Directed by Dr. Nancy A. Myers. 226 pp. The purpose of this dissertation is to outline a pedagogy that promotes language difference in college composition classrooms. Scholarship on language difference has strived for decades to transform teaching practices in mainstream, developmental, and second-language writing instruction. Despite compelling arguments in support of linguistic diversity, a majority of secondary and postsecondary writing teachers in the U.S. still privilege Standard English. However, non-native speakers of English now outnumber native speakers worldwide, a fact which promises to redefine what “standard” means from a translingual perspective. It is becoming clearer that multilingual writers, versed in flexible hermeneutic strategies and able to draw on a variety of Englishes and languages to make meaning, have significant advantages over monolingual students. My dissertation anticipates the pedagogical and programmatic changes necessitated by this global language shift. To this end, I join a number of scholars in arguing for a revival of classical style and the progymnasmata, albeit with the unique agenda of strengthening pedagogies of language difference. Although adapting classical rhetorics to promote translingual practices such as code-meshing at first seems to contradict the spirit of language difference given the dominant perception of Greco-Roman culture as imperialistic and intolerant of diversity, I reread neglected rhetoricians such as Quintilian in order to recover their latent multilingual potential. TOWARD A TRANSLINGUAL COMPOSITION: ANCIENT RHETORICS AND LANGUAGE DIFFERENCE by Brian Ray A Dissertation Submitted to The Faculty of the Graduate School at The University of North Carolina at Greensboro In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Greensboro 2012 Approved by Nancy A.
    [Show full text]